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    Administrator perception of threat from students with disabilities and disciplinary decisions

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    WILLIAMS-DISSERTATION-2013.pdf (3.431Mb)
    Date
    2013-05
    Author
    Williams, Jacob Levi
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    Abstract
    The disproportionate exposure to exclusionary discipline for students with disabilities is an acknowledged phenomenon. However, a theoretical understanding for this phenomenon is unknown. Recent claims have been made that the disproportionate use of exclusionary discipline for students with disabilities results from a long-standing historical pattern of discrimination. The use of exclusionary discipline for students with disabilities results in the denial of opportunities and services at a more frequent rate than their peers without disabilities. This denial would indicate the possibility of prejudice, a construct understood to arise from the existence of a perception of threat by the ingroup in an intergroup relationship. The purpose of this study was to (a) determine if school administrators hold perceptions of threat from students with disabilities and (b) if a relationship exists between identified threats and disciplinary decisions. A survey measured threat perception, administrators' attitude toward students with disabilities, and administrators' disciplinary action preference in instances involving students with disabilities. It was hypothesized: H1. Perceived realistic threats will have a direct effect on administrator disciplinary decisions. H2. Perceived threats (both realistic and symbolic) will have a direct effect on administrator attitudes towards students with disabilities. H3. Perceived threats (both realistic and symbolic) will have an indirect effect through attitude on administrator disciplinary decisions. Confirmatory factor analysis revealed an acceptable model fit of the four latent variables of realistic and symbolic threat, educational administrator attitude toward students with disabilities, and educational administrator discipline decisions for students with disabilities. An acceptable fit was found for the originally hypothesized structural model, and no improved alternative models were identified. Realistic threat was found to have a significant relationship to educational administrators' disciplinary decisions for students with disabilities. No significant paths were identified for symbolic threat or attitude.
    Department
    Special Education
    Description
    text
    Subject
    Disability
    Discipline
    Educational administrators
    Exclusion
    Suspension
    URI
    http://hdl.handle.net/2152/21215
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    University of Texas at Austin Libraries
    • facebook
    • twitter
    • instagram
    • youtube
    • CONTACT US
    • MAPS & DIRECTIONS
    • JOB OPPORTUNITIES
    • UT Austin Home
    • Emergency Information
    • Site Policies
    • Web Accessibility Policy
    • Web Privacy Policy
    • Adobe Reader
    Subscribe to our NewsletterGive to the Libraries

    © The University of Texas at Austin